Direct instruction

Teacher(s): Mr. Howell Subject: United States History

Standard(s): Common Core, Arizona Career and College Ready Standards, ISTE Standards apply to this lesson

(AZ) Concept 1: PO 6.
Apply the skills of historical analysis to current social, political, geographic, and economic issues facing the
world.
(Anchor Standards) Research to Build and Present Knowledge
7. Conduct short as well as more sustained research projects based on focused questions, demonstrating
understanding of the subject under investigation.
8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of
each source, and integrate the information while avoiding plagiarism.
9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
(Common Core) CCSS.ELA-LITERACY.RH.11-12.7
Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually,
quantitatively, as well as in words) in order to address a question or solve a problem.
(ISTE) 6. Creative Communicator
Students communicate clearly and express themselves creativity for a variety of purposes using the
platforms, tools, styles, formats and digital media appropriate to their goals.
Objectives (Explicit): Use Blooms verbiage and formula

Cognitive

Students will demonstrate understanding of various political ideologies present in countries during
World War II (totalitarianism, democracy, etc.) by presenting to the class in a 5-7-minute presentation.
Affective

Students will indicate an opinion about the type of leadership they find effective in everyday life
situations utilizing knowledge of various political ideologies present in countries during WWII.
Behavioral

Students will communicate information using oral, visual, and written skills by presenting to the class in
a 3-5-minute presentation and writing a subsequent reflection.
Evidence of Mastery (Measurable): An actual product /Include an explanation of how you are going to grade/grading
tool? (rubric, checklist, etc.)

Students will display evidence of mastery by delivering a 5-7-minute presentation to the class in their assigned groups.
Students will be graded using a rubric that evaluates multiple criteria, including: speech delivery/speech length, quality of
information presented, research sources listed, and overall assessment of political leadership. Students will also be
responsible for the submission of a political leadership ranking worksheet that includes information learned about each
WWII political leader from presentations, and a best-to-worst ranking of the leaders from class discussion to check
participation.

Summative Assessment: The final presentation/ menu item delivered by the students will show understanding
of the concepts learned in the prior academic unit in addition to the knowledge of political leader/ideology
displayed. Students will be graded using a rubric to demonstrate the unit knowledge gained.
Sub-objectives, SWBAT (Sequenced from basic to complex): Content and Language objectives action verbs such as write,
list, highlight, etc.)
Cognitive

Students will be able to define and identify political ideology/leadership traits in WWII leaders by
creating a visual presentation for the class.
Students will be able to compare the various ideologies present in WWII by completing a reflection
worksheet.
Affective

Students will display a value about leadership styles they respect or disapprove of by participating in a
class discussion.
Behavioral

Students will develop public speaking skills by presenting information in a 5-7-minute presentation.
Students will practice critical thinking skills by debating with other class members.
Key vocabulary: Materials/Technology Resources to be Used:

- Dictator - Primary sources finder

- Totalitarianism https://sourcebooks.fordham.edu/
- Democratic-Republic - Video source (systems of government)
- Political ideology - Computer (research)
- Leadership - Projector (presentation)
- Clicker (presentation)
- Political Leadership Ranking Worksheet
- Course textbook and lecture slides (for
access to prior knowledge about WWII unit)
Opening (state objectives, connect to previous learning, and make RELEVENT to real life) ENGAGE/ hook the students

(Students will have learned about WWII and the countries involved in previous learning)

1. Students will walk into the classroom to hear music (routinely played every class). Music is played to
passively cue the students to take their seats and begin bell-work.
2. Students will answer the following questions (posted in the front) individually in their notebooks:
I. What leaders in your life tell you what to do on a daily basis? What authority do these leaders
have that allows them to do so?
II. Is authority always a title?
III. Think of a time you told someone in your life what to do. Why did they listen to you?
3. After 3-5 minutes music is turned off, and Instructional Input begins.
Ins Teacher Will: Student Will:
tru
cti 1. Facilitate discussion of student responses to 1. Participate in classroom discussion of
on the bell work prompt. Teacher will guide bell work response.
al student discussion with clarifying questions: 2. Participate in classroom review of
In
What members in society have the most previous learning by answering the
authority over us? and Who influences question, What were the main countries
put
our lives more, government leaders or our involved in WWII, and which side of the
parents? conflict were they on (AXIS or
2. Review previous learning about WWII with ALLIES)? and identifying each
students by asking, What were the main countrys leader during the WWII
countries involved in WWII, and which side conflict.
of the conflict were they on (AXIS or 3. Take notes about the various systems of
ALLIES)? Teacher will list student government and political ideologies
 answers on the white board, and ask the present in the countries involved in WWII
students to then identify the major leaders of during the short video.
the countries listed. 4. Ask questions as they appear after the
3. Play instructional video to students about instructional video. Answer teacher
the various systems of government and questions.
political ideologies present in the countries 5. Listen to assignment instructions, and
involved in WWII, and answer any questions split up into assigned groups of 4 to 5.
from students afterward. Ask student what
systems of government were present in
countries involved in WWII.
4. Give assignment instructions to students by
handing out assignment breakdown
sheet/presentation rubric.
5. Create student groups of 4 to 5 randomly,
and assign each group a country written on
the board previously.

Formative Assessment: Teacher will ask strategic

questions (seen above) to gauge prior knowledge of Formative Assessment: Students will show their
students and readiness to move on. Assignments prior knowledge through graphic organizers in
sheets will not be handed out until each student has their bell work notebooks, participation in class
shown knowledge in their notebooks, and gives a discussion, and show readiness to move on by
thumbs up to the teacher after instructional input. participating in a teacher prompted thumbs up if
you understand formative assessment.
Co-Teaching Strategy/Differentiation How will your instruction look different for those students who need
differentiation or accommodations during your instructional input/teaching?

My instruction in the Instructional Input section of the lesson plan will ask students to draw conclusions from prior
learning, discuss guided information with their peers, learn about new systems of government, and split into groups
to receive assignment directions. The following differentiation/accommodations will be deployed in this section:

Students will be asked to write the bell work prompt in some type of graphic organizer; this can
simply be a bulleted list, bubble map, flow chart, or any organizer they are familiar with. This will
allow students to express their knowledge in simple to complex forms. Students will be able to
share with their peers both verbally and visually by displaying their graphic organizer and
explaining its content.
The bell work graphic organizer does not specify length as graphic organizers display information
in a variety of sentence lengths. This will allow student who need more time to write sentences to
choose an organizer format that suites their needs for the time constraint.
Students will be see closed captions on the instructional video for students who need hearing
accommodations.
Discussed later in the lesson plan, students are grouped in groups of four to five, but will be able
to complete additional meal portions of the assignment individually.
Teacher will take special consideration in the formation of groups, placing students together of
different strengths and levels.
Gu Teacher Will: Student Will:
ide
d (Students are now in the computer lab or have brought out (Students are now in the computer lab or have brought
Pr lap tops in classroom) out lap tops in classroom)
act 1. Give students helpful websites to find 1. Research their assigned countrys system
ice primary sources, research tips, and of government, dominating political
technology platforms for the group ideology, and leader during WWII.
presentation. 2. Begin creating a visual presentation with
2. Walk around the class to answer any information from research.
questions, and correct any errors being
made. Formative Assessment: Student will utilize given
resources to research and prepare their
Formative Assessment: Teacher will ask strategic presentation. Students will ask teacher questions
question to gauge the comfortability of each student as their progress, and present a preview of work
in their research and preparation. In addition, the for feedback before moving on to independent
teacher will have students preview their research and practice.
presentation for feedback from the teacher before
moving on to independent practice.
Co-Teaching Strategy/Differentiation/Check for Understandinghow are you going to know if EACH student is
ready to move onto independent practice? And how are you going to differentiate if they do not understand?

Students will receive the same amount of time to complete their presentations, but every student will use the same
time and materials in the computer lab to create very different end products. Each group will get to choose their
presentation style, and each individual will get to choose their own additional presentation add-ons. This will follow
a Menu approach:

Main Dish: The presentation format the groups chooses to display their information on within the
three to five-minute timeframe. Creative as possible, teacher approved!
Side Dishes: An additional presentation component that the students will create and display to the
class in a gallery walk setting. Examples include: additional newspaper story, additional
broadcast story, editorial, cartoon, advertisement, video creation, speech creation, etc..
********Students will be allowed to present a side dish idea to the teacher for approval.
Dessert: This will include a list of extra credit opportunities for students to choose up to two of for
the opportunity to increase their final presentation grade. Examples include: adding at least 3
primary sources to the number required in the presentation, dressing up for their group/ individual
presentation, and incorporating props into their group/individual presentation.

The teacher will ask each group to inform the teacher when their group presentation is complete. The teacher will
have previously approved each individual side dish and follow up with students to ensure they are moving along
successful. The dessert option will be checked as groups present; as this is an extra credit opportunity, the
teacher will not make each student participate.

In Teacher Will: Student Will:

de
pe 1. Hand out a Political Leadership Ranking 1. Present their information to the class in a
nd sheet, and instruct students to fill in 5-7-minute presentation.
ent information about each countrys leader and 2. Fill out the Political Leadership Ranking
Pr
system of government as they listen to sheet while other groups present.
presentations.
act
2. Ask for any groups that would like to
ice
volunteer to deliver their presentation to the
class and/or randomly assign groups to
present.
 3. Grade each presentation according to the
rubric.
4. Cue students for time during their
presentation, if requested.
Co-Teaching Strategy/Differentiation How will your instruction look different for those students who need
differentiation or accommodations?

The presentations will allow each student to present their knowledge learned both individually and as a
group. Group presenting or the main dish will help students who struggle with public speaking divide
speaking time between themselves and other group members. Students will also get to display their side
dish in any format (approved by the teacher) that allows them to express themselves creatively and
confidently.

Closing/Student Reflection/Real-life connections: What connections will students make to their real lives? What essential
questions will they reflect on in their closure of the lesson?

Students will rank each political leader on their assignment sheet from best-to-worst, and participate in a discussion/debate
about their ranking. Teacher will help facilitate discussion/debate between all students, emphasizing the following questions:

a. What type of leadership do you respect and why? Do you see that leadership in action in
our government today?
b. If you were a leader of a country, how would you persuade your follows to listen to you?

Essential Learning Questions:

Clarifying
o What were the main countries involved in WWII?
o Who were the leaders of the main countries involved in WWII?
Convergent
o Which side of the conflict (AXIS or ALLIES) in WWII were the countries involved on?
o What system of government is present in the various countries involved in WWII?
Cueing
o What members in society have the most authority over us?
o Is authority always a title?
Divergent
o What leaders in your life tell you what to do on a daily basis? What authority do these leaders
have that allows them to do so?
o Think of a time you told someone in your life what to do. Why did they listen to you?
Evaluative
o What members in society have the most authority over us?
o Who influences our lives more, government leaders or our parents?
Probing
o What type of leadership do you respect and why? Do you see that leadership in action in our
government today?
o If you were a leader of a country, how would you persuade your follows to listen to you?